How Therapists Can Build A Neuroaffirming Practice

Louisa ChristinaLouisa ChristinaNeurodiversity Professional Skills

What is Neuroaffirming Practice?

Working affirmingly isn’t just about using specific language- it takes both learning and reflective practice. Neuroaffirming work comes from a place of respect for neurodiversity and a commitment to understanding and supporting neurodivergent individuals in ways that honor their lived experiences. It’s about shifting the way we see neurodivergence—not as something to be fixed, but as a valid and valuable way of being.

Neuroffirming Affirming Practice is

Neurodivergent affirming practice is grounded in the recognition and celebration of the vast diversity in human neurology. Rather than adhering to a narrow or deficit-based view of brain function, this approach embraces the reality that there is no singular “correct” way for the brain to function. People with neurodivergent brain differences (such as Autism, ADHD, dyslexia, and other learning differences) are not “less than” or inherently flawed, but rather represent a natural variation within the broader spectrum of human experience. This mindset promotes inclusivity,
validating each individual’s unique way of being, thinking, and interacting with the world.

 

1. Diversity is Normal.

Neuroscientific research, including advances in brain imaging, supports the idea that our brains are wired differently, but all brain structures and processes fall within the natural spectrum of human variation. From this viewpoint, neurodivergent individuals are not “outliers” but part of the mosaic of human experience.

 

2. The Social Model vs. The Medical Model

We used to identify brain differences through a process of identifying deficits to diagnose people as having “disorders.” Neurodivergent-affirming practice shifts away from a purely diagnostic and medical model, which often focuses on deficits, and toward a social model that views neurodivergence as a difference rather than a disorder. While diagnostic labels are necessary for certain contexts (such as medical or educational purposes), they are not comprehensive descriptions of who a person is. Further, what this approach has missed is space to look at the strengths and unique contributions of neurodivergent individuals.

The social model emphasises that difficulties faced by neurodivergent individuals are often not intrinsic to their neurology but arise from the way society is structured. The world is designed with neurotypical people in mind, which can create barriers for neurodivergent individuals. Neuroaffirming practice calls for a shift in focus from pathologising individual differences to identifying and removing environmental barriers that prevent neurodivergent people from thriving.

For many neurodivergent folks (of which I am one!), they experience chronic stress as they struggle to keep up with the demands of living and working in environments that don’t make space for, or support those with brain differences. Our current systems are designed for comfort and efficiency, and many environments (such as schools, workplaces and even homes) are designed to support the needs of the neuro-majority without reflecting on how to also support the neuro-minority. Often neurodivergent individuals feel pressure to mask or conform to societal expectations- which is exhausting, and many neurodivergent people experience periods of burnout as a result.

 

3. Honouring Individual Lived Experiences

Neurodivergent affirming practice is rooted in the understanding that every neurodivergent person has a unique experience. This practice involves deeply listening to the voices of neurodivergent individuals, respecting their self-knowledge, and validating their lived experiences.

 

4. The Importance of Strengths-Based Approaches

At the heart of neurodivergent affirming practice is the idea that all neurotypes come with unique strengths. Instead of focusing solely on challenges or areas of deficit, a strengths-based approach highlights the talents, skills, and positive attributes that neurodivergent individuals bring to the table. Whether it’s creativity, attention to detail, deep focus, or innovative problem-solving, these traits are often undervalued in mainstream society, but they are invaluable assets in various contexts, from education to the workplace.

In clinical and educational settings, the neurodivergent affirming practice emphasises the importance of focusing on the person’s strengths, both in assessment and in support. This perspective encourages us to ask: “What works well for this person?” rather than “What needs to be fixed?” It also means using language that reflects differences in a positive light. Terms like “difference” or “alternative thinking style” are preferred over “deficit” or “disorder,” which helps shift away from pathologising neurodivergent brain differences.

 

5. Writing Neuroaffirming Reports

When writing reports, it’s important to center the client’s own experience. This can include sensory experiences, communication patterns, and social interactions—all framed through an affirming, non-judgmental lens. The goal is to tell the person’s story, not to pathologise them, but to understand how their neurotype shapes their world.

For example, in reports, instead of focusing on DSM-5 criteria directly, we focus on sharing the individual’s lived experiences and how they navigate their sensory and social worlds. It’s about providing a holistic, person-centered account that supports the client’s need for understanding, accommodations, and positive reinforcement.

 

6. Commitment to Ongoing Learning and Collaboration

The field of neurodiversity is rapidly evolving, with new understandings, terminology, and practices emerging all the time. Neurodivergent affirming practice requires humility and a commitment to ongoing learning. It invites curiosity and open-mindedness, recognising that while we may not have all the answers today, our approach to supporting neurodivergent individuals should be flexible enough to evolve as our collective knowledge grows.

As we strive to better understand and support neurodivergent individuals, it’s important to learn from each other—both within the professional community and from neurodivergent people themselves. Engaging with blogs, podcasts, courses, and other educational resources helps practitioners stay informed about new developments in the field and refine their practices.

At the heart of neuroaffirming practice is accountability—to the clients we work with, to the community we serve, and to ourselves as professionals. It’s about taking the time to do the work, to stay engaged with the latest research, and critically assess our practices so that we can make sure they are truly affirming, rather than inadvertently reinforcing old, harmful narratives about
neurodivergence.

Additionally, involving neurodivergent individuals in discussions about their experiences, including gathering feedback and using enhanced communication methods when appropriate, is vital to
ensuring that support is truly aligned with their needs and preferences.

 

Conclusion: Shifting Towards a More Inclusive Future

Neurodivergent affirming practice isn’t just about adapting clinical or educational approaches; it’s about shifting societal attitudes towards neurodivergence. It’s about recognising the full humanity of neurodivergent individuals, celebrating their contributions, and ensuring that they have the support and accommodations they need to thrive. By embracing neurodiversity as a form of human variation rather than a “deficit,” we move toward a more inclusive, compassionate, and equitable society for all people—regardless of how their brains are wired.

This shift in thinking requires continuous reflection and learning. It's a commitment to social justice, ensuring that neurodivergent people have access to resources and environments that truly support their needs, rather than trying to make them fit into systems that weren’t designed with them in mind.

If you’re new to this, I recommend seeking out supervision or training in neurodiversity-affirming assessments. Learning from neurodivergent clinicians who have lived experience with autism can help you understand the nuances of these assessments and shift away from outdated, deficit-focused models.

For more information, see the resources below:

 

Additional resources include:

  • Understanding the Autistic Nervous System: An Autistic brain can experience a heightened response to information (e.g., Edmiston et al; Patriquin, 2019). This can produce greater attention to and appreciate the certain aspects of the environment. The catch is that it can also trigger overload and stress response, i.e., flight (felt as wanting to get away, withdrawing), fight (feeling cross/angry), or freeze (dissociated, distracted head/hard to think, shutdown). Understanding the benefits and challenges of how their mind works, can hopefully be of benefit in developing strategies to minimise and or manage the occurrence of the overload.
  • Autism Essentials Course: It is recommended to complete this free Autism primer course: Reframing Autism Course
  • Perfectionism: Many Autistics have perfectionistic behaviours that impact their wellbeing and mental health. Dismantling perfectionism will be a necessary part of recovery and learning to build a self-concept that does not revolve around being perfect. Download some resources for learning about and working with perfectionism here: The Neurodivergence Skills Workbook for Autism and ADHD
  • Burnout: Understanding Autistic burnout may assist with understanding low points and
    fatigue and help in devising necessary adjustments:

 

REFERENCES:

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